n Education as Change - Mentoring as professional development in Mathematics education : a teaching practicum perspective

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In a study conducted to investigate mentorship and its relevance to continuous professional development for teachers of mathematics, it was established that mentoring teachers is equivalent to continuous professional development. Four teachers were involved in a mentorship programme that included training in teaching practicum supervision and guidance for student teachers of mathematics and neophyte mathematics teachers' induction. The mentor teachers acknowledged that as they trained in mentorship and engaged in the supervision and guidance of student teachers they were in fact involved in continuous professional development that sharpened their instructional skills. Mentorship assisted mathematics teachers to reconceptualize and reflect on their instructional skills and critically evaluate their teaching strategies as they interacted with student teachers and neophyte teachers. This paper highlights the mentor teachers' reflections of what they encountered in training to become mentor teachers and how their roles evoked dormant instructional and supervisory abilities.


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